Literacy Design Collaborative

Session One, One Day Training

WELCOME TO THE COLORADO’S

LITERACY DESIGN COLLABORATIVE

Session

One, One Day Training

Essential Question 1

How does implementing LDC support

ALL

teachers in teaching and students in learning the

reading and writing skills

called for in the Common Core State Standards for Literacy?

Essential Question 2

How does LDC help students develop content knowledge through

reading

and demonstrate understanding of the content through

writing

?

Review Agenda

• What are you looking forward to the most as you learn about LDC?

• What questions do you have? • What do you hope to gain from this training?

Norms

• Start and end on time • Chimes signal the need for attention • Raise hands to signal engagement • Laptops down for input/discussion • Laptops up for Module Creator • Take care of needs without disruption • Collaborate across teams and districts • Be present physically and mentally • Use the “parking lot” to post questions • Presume positive intention

How much do you know about LDC?

• Raise your hand if you’ve “never heard of” LDC • Raise your hand if you “know a little bit” about LDC • Raise your hand if you “know a lot” about LDC

Jigsaw

• • •

“Teaching to the Common Core by Design, NOT Accident” Pages 8-11 in LDC Guidebook Colorado Integration Project Brochure

8

Instructions

• Divide into groups of 5 • Assign one person in the group to become an “expert” on: – pp. 1-3, “Teaching to….” (stop before Literacy Collaborative) – pp. 3-5, “ Teaching to…” (beginning with Literacy Collaborative and ending before Math Collaborative) – pp. 6-8, “Teaching to…” (beginning with Math Collaborative and completing the article) – Colorado Integration Project Brochure – pp. 8-11, The 1.0 Guidebook

After Reading

• “Teach” each other about what you read • As a group, create a visual representation of the ideas gleaned from the reading • Post your visual on the wall when you are done

Share and Explain Visuals

LDC Vocabulary

Task

After researching the

article, CEI brochure, and Guidebook pages

, write

an “essay” that explains the purpose and goals of the Colorado Integration Project and Literacy Design Collaborative

. What conclusions or implications can you draw?

L2 Cite at least three sources, pointing out key elements from each source. L3 Identify any gaps or unanswered questions.

CCSS and Literacy

Vision for the Future

Students will have the literacy skills that create a solid foundation for succeeding in college and the workplace.

The reading and writing skills embedded in LDC are key elements of Post-Secondary and Workforce Readiness skills.

Instructional Shifts

• Rigor and relevance • Shared responsibility • Content-rich nonfiction and informational text • Complex text and academic vocabulary • 3 modes of academic writing

LDC Supports the Shifts in the Common Core

• Literacy skills are critical in the lives of students; therefore, they must be

intentionally

and

frequently

taught in all grades K-12 • LDC is intended to assist secondary teachers in

ALL

disciplines to deliver quality literacy instruction in all classrooms • LDC considers teachers as partners and co-designers in transforming LDC templates into quality teaching tasks and modules

CCSS Challenges

• Unlike mathematics, secondary literacy is not a discipline. It is “homeless” in that it belongs to everyone and no one. • Literacy is used in secondary classrooms, but is not taught in a systematic way.

Reading and Writing Grade 9 Grade 9

English U.S. History Math Science PE/Health World Language Elective Elective (Reading)

Reading

Low Low Low Low Low Low Low High

Writing

Low-Medium Low Low Low Low Low Low Low

Video Overview of LDC

http://www.literacydesigncollaborative.org/about/videos/

Types of Writing

Chalk Talk • What types of writing do professionals in the following fields do?

o Education o Business o Health Sciences o Social Sciences (Communications, Psychology, Anthropology, etc.)

CCSS Appendix

Types of writing • Read about the Types of Writing from the CCSS Appendix A o As you read, record thoughts that answer the question, “

What

are the types of writing?” o After you read, record thoughts that answer the question, “

So what

does this have to do with me?” o Turn and talk with your neighbor about your answers. Together, answer the question “

Now what

do we do about it?”

Coding

Now, go back to the Chalk Talk and CODE whether the writing done under each field is: – A- Argumentative – N- Narrative – I- Informative What trends do you see? – What does this mean for teachers of all contents?

LDC Represents a Shift in Thinking

In pairs, discuss what you believe are the key changes that need to take place in classrooms and schools to increase literacy levels for secondary students.

Video Overview of LDC

http://www.literacydesigncollaborative.org/about/videos/

The Module Process

An instructional system that is:

• Hard-wired to the Common Core State Standards • Minimalist as an approach – it’s a lean model with powerful software • Interested in local choice and teacher decision making

Modules

• The LDC Module supports teachers in developing instruction to use over 2-4 weeks • Modules help teachers design instruction – their choice – focused on guiding students to complete a single literacy task linked to content

LDC Module System

The Literary Design Collaborative Approach (LDC)

Formative & Summative Assessments Common Core Standards Tasks Aligned, Distributed Instruction

LDC AND EDUCATOR EFFECTIVENESS

Identifying the links between the teacher quality standards, rubric ratings of teacher performance, and LDC practices

Colorado Teacher Quality Standard 1

• Teachers demonstrate mastery of and pedagogical expertise in the content they teach • The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches • The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s)

The Proficient Teacher

• Teacher provides literacy instruction that enhances: • Critical thinking and reasoning • Information literacy • Collaboration • Self-direction • Innovation • Teacher focuses lessons on the reading of complex texts

Accomplished and Exemplary

• • Accomplished Teacher:

Students

communicate orally and in writing at levels that meet or exceed expectations for their age, grade, and ability level • • Exemplary Teacher:

Students

• • apply literacy skills: Across academic content areas To understand complex materials

TEMPLATE TASKS & TEACHING TASKS

Selecting One & Designing the Other

Template Tasks

Template tasks are the beginning point for the LDC strategy. An LDC template task is a fill-in-the blank assignment or assessment: • With the CCSS for literacy “built in” • That will “drive” the development of the LDC Module • Is referred to as a “Teaching Task” when filled in

Template Tasks

All LDC template tasks require students to: •

Read,

analyze, and comprehend texts as specified by the Common Core •

Write

products as specified by the Common Core focusing on argumentation, informational/ explanatory, and narrative •

Apply

Common Core literacy standards to academic content (ELA, Social Studies, Science, and others)

The Basic Format

After researching _____(informational texts) on ___________(content), write __________(essay or substitute) that argues your position on __________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Complete Template Task Collection is the back section in your binder.

The Basic Format with Essential Question

[Insert Question] After reading __________(literature or informational texts), write_________ (essay or substitute) that addresses the question and support your position with

evidence

from the

text(s). L2

Be sure to acknowledge competing views.

L3

Give examples from past or current events or issues to illustrate and clarify your position.

Informational Teaching Task Example: Science

After researching

the following articles on various organisms

, write

a report

that defines “

organisms ”

and explains

what Domain and Kingdom you would classify each organism

. Support your discussion with evidence from your research. • Template Task 11 – After Researching

Informational Teaching Task Example: Social Studies

After researching

secondary sources on ancient India or China

, write

a report

that

explains

the geography, culture/customs, and government of these civilizations. What conclusions or implications can you draw? Cite at least three sources, pointing out key elements from each source.

• Template Task 18 – Informational or Explanatory/Synthesis

Argumentation Teaching Task Science Example

After researching

technical and academic articles

on

the use of pesticides in agriculture

, write a

speech

that argues your position on

its use in managing crop production

. Support your position with evidence from your research.

L2

Be sure to acknowledge competing views.

L3

Give examples from past or current events or issues to illustrate and clarify your position.

Argumentation Teaching Task Example: Social Studies

L1: Was the Treaty of Versailles a fair one for Germany? After reading

various primary and secondary sources

on the

Treaty of Versailles

write

an essay

that addresses the question and support your position with evidence from the text(s). L2: Be sure to acknowledge competing views.

• Template Task 2 – “Essential Question”

Colorado Example

Taken from the History Standard 8 th Grade Evidence Outcome

Analyze ideas that are critical to the understanding of American history and give examples of the ideas involved in major events and movements. Topics include…representative democracy…..

Colorado Example Continued

• • Uses an Inquiry Question from the same GLE

How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?

Colorado Example Teaching Task

How did the basic values and principles of American Democracy change from the end of the Revolution to the end of Reconstruction? After reading the identified informational texts write an essay that addresses the question and support your position with evidence from the texts. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. • Template Task 2 – Argumentation/Analysis

A Great LDC Teaching Task

• Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content.

• Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around a connected intellectual issue.

A Great LDC Teaching Task

• Selects reading texts that are sufficiently complex, that use and develop academic understanding and vocabulary • Makes effective use of the template task’s writing mode (argumentation, information/explanation, or narrative) • Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts

LDC Task Development pg. 31

1. Choose Your Template Task

Your template task can: n Be argumentation, information, or narrative.

n n Use an essential question or an “after researching” task.

Call for students to develop a defin ti on, a description, a procedural-sequential piece, a synthesis, an analysis, a comparison, or a discussion of cause and effect.

2. Choose Your Topic

Your choice should: n Address a major issue in your discipline (big enough to be a good investment of 2 to 4 weeks of class time).

n Fit the state and local standards for which you are responsible.

n Make sense as a subject to teach during the weeks you are planning to schedule this task.

5. Create Your Teaching Task

Your prompt should: n Use the exact wording of the template.

n Use your topic, reading texts, and writing text choices to fil in the blanks and brackets.

n Be both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content.

n Require sustained writing and effective use of ideas and evidence from the reading texts.

n Be built out for students by adding introductory background statement and ending with extension if applicable.

24 |

Meeting Common Literacy Standar ds in Your Classroom:

The Literacy Design Collaborativ e Guide for Teachers

3. Choose Texts Students W ill Read

Your choices should: n Address your topic.

n n n Be short enough to allow close reading and careful analysis.

Use and develop academic understanding and vocabulary.

Where possible, include models of the kind of text students will be writing.

Or, you can specify a topic and assign students to research the issue to select texts that address the issue.

4. Choose Texts Students W ill W rite

Your choice should: n Be a good fit for your topic, template task, and students.

n Where possible, resemble writing students may need to do in adult life (for example, make an argument in a letter to the editor, or explain a process in a memo to a colleague.)

Thinking about Template Tasks

• Go to pages 17-18 in your Guidebook • Read the information on Template Tasks • Identify

two

things you noticed about template tasks that you want to remember when you start writing your Teaching Task • Share with a partner NOTE: A Teaching Task is a filled-in Template Task

How to Select a Task

• Refer to your curriculum map and/or other documents outlining your plan of study for the first three months • Refer to the CAS for that content, focusing on the appropriate Grade Level Expectations and Inquiry Questions • You may also find the Concept Maps for your content and grade level very useful • Identify a topic or essential question that is important enough to involve two to four weeks of study • Read pp. 25 - 26 of the guidebook for examples of teaching tasks templates • Read page 1 of the Template Task Collection

Think about the Type of Writing

Argumentation Informational or Explanatory Narrative Definition

N/A

Description Procedural Sequential Synthesis

N/A N/A

Analysis Comparison Evaluation Problem/Solution Cause/Effect

N/A ELA, social studies, science ELA, social studies, science ELA, social studies, science social studies, science social studies, science ELA, social studies, science ELA, social studies, science social studies, science ELA, social studies, science ELA, social studies, science ELA, social studies, science N/A N/A science, social studies N/A ELA, social studies ELA, social studies N/A N/A N/A N/A N/A N/A

Teacher Decision-Making

Teachers use additional “plug and play” flexibility within the template to adjust:  Task level: Select level 1, 2, or 3 task  Reading requirements: Vary text complexity, genre, length, familiarity, etc.

 Writing demands: Vary product, length, etc.

 Pacing requirements: Vary workload and time allowed to complete

Your Turn – Design a Task

• Alone or in pairs.

• Take a look at the template task collection. Pick a favorite

argumentation or information

template. (Recommend limiting yourself to Templates 1, 2, 11, and 12).

• Think back to the Types of Writing and what it is you want students to do – Compare? Explain? Analyze? Support a claim or position? Define? Demonstrate knowledge?

• Look at your state content standards. Grade Level Evidence Outcomes, Concepts/skills maps, and Inquiry questions can be used in templates to create strong, aligned tasks.

• Design a teaching task you think is worthy of 2-4 weeks of quality instruction.

Task Sharing and Review

• Pair and Share your teaching tasks • Using the Task section of the LDC Task/Module Review Form as a guide, discuss and suggest revisions for the teaching tasks

Return to Your Teaching Task

• Revise your own teaching task • Once finished, use the ½ sheet form provided to write down your teaching task information (just the information you designed for the “blanks”) • Turn in your teaching task form for review before you leave for lunch

Turn in Your Teaching Task

Morning Wrap-Up

I used to think….

Now I think….

Good Afternoon

Review agenda and goals Feedback from the morning

Pair and Share

Find someone new from another school and share the one “aha!” from this morning

RECONNECTING WITH YOUR TEACHING TASK

Your teaching task is the critical foundation for the module. The quality of the work that you inspire from students will be the result of a well crafted teaching task .

A Great LDC Teaching Task

• Selects reading texts that are sufficiently complex and that use and develop academic understanding and vocabulary • Makes effective use of the template task’s writing mode (argumentation, information/explanation, or narrative) • Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts

Reviewing the Teaching Tasks

Review the feedback and revise as needed. Ask for assistance if needed.

3 Academic Modes of Writing by Lee Kappes

• Read the “Module Overview” (for teachers) • Read “Background to Share with Students” • What standards are being addressed? How have they been refined for the grade-level.

• What skills do students need in order to understand the task and acquire the necessary information? How do they focus on the grade level?

• What was the pacing/duration of the instruction?

• What is an example of an instructional strategy used for task engagement?

Beginning with the End in Mind

• LDC has developed rubrics for scoring student writing products • These rubrics can be helpful in determining the specific skills that you want to focus on during the module

Why Common Rubrics?

•

Shared rubrics support teacher collaboration across grades and subjects, including:

Shared

scoring

language to develop common expectations and • Joint

analysis of student work

• Collaborative

planning

around instructional strategies and improvements

Rubrics

• Revisit

your

writing from the task from this morning • Use the Informational Rubric to score your work holistically • Talk with your neighbor about your scores • What implications do common rubrics have on instruction?

Template Task Rubrics

• Argumentation rubric • Informational and explanatory rubric • Narrative rubric

What Skills?

What Skills?

With a partner, pair read page 45 of guidebook and skim page 46

Moving from Skills to Instruction: What Instruction?

Selecting the skills that your students will need to accomplish the task is the next step in the process, which is followed by developing an instructional plan to teach the skills.

These instructional plans are called mini-tasks.

What Instruction?

What Instruction?

Core Elements of a Mini-task

•

Prompt

that addresses students and asks them to practice and demonstrate an “in-process” skill •

Product

that students will produce that can be evaluated for success on the skill that has been taught •

Scoring guide

with a stated criteria for what students will be expected to show as evidence of learning

Module Creator

• How it Works • Transferring work to MC • Guide

“Writing the Module” Highlights

• Title • Overview for teachers • Background for students • Add authors • Add teaching task • Choose text • Skills • Mini-tasks & pacing

Module Development

Use pages 45-50 as a reference to build the skills and instructional strategies

Guiding Questions

• Will these skills and mini-tasks enable students to understand the task and acquire the necessary information?

Transition to Writing

• Will the skills and mini-tasks enable students to produce the product?

• Is the writing product called for in the mini-tasks the one that is described in the Teaching Task?

Student Results

• Check to make certain the narrative in “student background” still makes sense.

Rubric and Mini-Tasks

• Refer back to the scoring rubric as you think about your skills selection and mini-tasks.

• Will students be able to do what’s called for in the rubric in their final product?

What Results?

What Results?

Student work produced in response to the teaching task is the greatest evidence of student learning.

Professional Learning Support

Are you interested in learning more about….

• Close Reading • Vocabulary Development • Creating Essential Questions • Scaffolding Skills for Writing • Differentiation for EL and Special Needs • Text Complexity

Participate in…

• On-line modules • PLC sessions in your district

Participant Expectations

Following this training, each participant is expected to: • Complete the development of your module, including tailoring of the mini-tasks • Implement your module • Collect and bring to Session II three clean (no grading marks or identifying information) copies of 3 examples of student work from your module

Pause for Reflection

Please complete the Reflection and Feedback sheet before you leave today.